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001399532 010__ $$z2011002394
001399532 020__ $$a9780674060999$$qelectronic book
001399532 020__ $$z9780674057722
001399532 035__ $$a(OCoLC)ocn759158608
001399532 035__ $$a(CaPaEBR)ebr10492929
001399532 037__ $$a10.4159/harvard.9780674060999$$bDOI
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001399532 05014 $$aLC2717$$b.H37 2011eb
001399532 08204 $$a371.829/96073$$222
001399532 1001_ $$aHarris, Angel L.,$$d1975-
001399532 24510 $$aKids don't want to fail$$h[electronic resource] :$$boppositional culture and black-white achievement gap /$$cAngel L. Harris.
001399532 260__ $$aCambridge, Mass. :$$bHarvard University Press,$$c2011.
001399532 300__ $$a1 online resource (xi, 320 p.) :$$bill.
001399532 504__ $$aIncludes bibliographical references and index.
001399532 5050_ $$aIntroduction to oppositional culture -- Discrimination and barriers : basis for black cynicism toward schooling -- Origins of youth perceptions of opportunity and academic investment -- Effects of youth perceptions of opportunity on academic achievement -- Racial differences in academic orientation of youth -- Should blacks become raceless to improve achievement? -- Shifting the focus away from culture and toward prior skills -- Does marginalization equal resistance to schooling? a class-based analysis -- Refocusing understanding of racial differences in academic outcomes -- Appendix A : Note of caution about testing -- Appendix B : Sources of data -- Appendix C : Methodological appendix -- Appendix D : Description of measures.
001399532 506__ $$aAccess limited to authorized users.
001399532 520__ $$aUnderstanding the causes of the racial achievement gap in American education-and then addressing it with effective programs-is one of the most urgent problems communities and educators face. For many years, the most popular explanation for the achievement gap has been the "oppositional culture theory": the idea that black students underperform in secondary schools because of a group culture that devalues learning and sees academic effort as "acting white." Despite lack of evidence for this belief, classroom teachers accept it, with predictable self-fulfilling results. In a careful quantitative assessment of the oppositional culture hypothesis, Angel L. Harris tested its empirical implications systematically and broadened his analysis to include data from British schools. From every conceivable angle of examination, the oppositional culture theory fell flat. Despite achieving less in school, black students value schooling more than their white counterparts do. Black kids perform badly in high school not because they don't want to succeed but because they enter without the necessary skills. Harris finds that the achievement gap starts to open up in preadolescence-when cumulating socioeconomic and health disadvantages inhibit skills development and when students start to feel the impact of lowered teacher expectations. Kids Don't Want to Fail is must reading for teachers, academics, policy makers, and anyone interested in understanding the intersection of race and education.
001399532 588__ $$aDescription based on print version record.
001399532 650_0 $$aAfrican American students.
001399532 650_0 $$aAcademic achievement$$zUnited States.
001399532 650_0 $$aEducational equalization$$zUnited States.
001399532 650_0 $$aMinorities$$xEducation$$zUnited States.
001399532 77608 $$iPrint version:$$aHarris, Angel L., 1975-$$tKids don't want to fail.$$dCambridge, Mass. : Harvard University Press, c2011$$z9780674057722$$w(DLC) 2011002394$$w(OCoLC)676725420
001399532 85280 $$bebk$$hProquest Ebook Central Academic Complete
001399532 85640 $$3ProQuest Ebook Central Academic Complete$$uhttps://univsouthin.idm.oclc.org/login?url=http://site.ebrary.com/lib/usiricelib/Doc?id=10492929$$zOnline Access
001399532 909CO $$ooai:library.usi.edu:444562$$pGLOBAL_SET
001399532 980__ $$aEBOOK
001399532 980__ $$aBIB
001399532 982__ $$aEbook
001399532 983__ $$aOnline